The Enlightenment of Krashen’s Affective Filter Hypothesis in TeachingEnglish to Young Learner(TEYL).doc

The Enlightenment of Krashen’s Affective Filter Hypothesis in TeachingEnglish to Young Learner(TEYL) 　　【Abstract】There are many factors that affect English acquisition in the second language acquisition， such as： age， environment， mother tongue interference， culture， cognition， teaching methods/models， affective factors and and so on. The affective factor has the same important status as cognition factor， and it plays an important role in TEYL. This study aims to carry out questionnaire and experiment to identify how the affective filter hypothesis influences the pedagogy and what Krashens affective filter hypothesis can enlighten in teaching English to young learners. Through exploring theoretical foundation， the result of the author’s experiment shows that affective filter hypothesis theory is an efficient way for the young learners to know how to learn and for the teachers to know how to teach English. In addition， by comparative analysis， the results are obtained from the experiment and questionnaires. The conclusion can be seen that to a large extent， the degree of learners motivation， self-confidence and anxiety have influence on the learners. Finally， on the basis of previous studies and the author’s own ideas， the majority of suggestions are proposed in the article. 【Key words】Krashens Affective Filter Hypothesis； young learner； English 1. Introduction There are many factors that affect English acquisition in the second language acquisition，age， environment， mother tongue interference， culture， cognition，affective factors and so on. The affective factor is an important part of linguistics， and it has the same important status as cognition factor. It affects the second language acquisition directly and indirectly. Therefore， Affective factors play an important role in TEYL. Whereas， a large amount of young learner English teachers who with particular emphasis on teaching materials， teaching methods and cognitive development of students in teaching